法国资优青少年的学校生活满意度与同伴联系:是否存在标签效应?

IF 3.4 3区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL
Jacques-Henri Guignard, Fabien Bacro, Philippe Guimard
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引用次数: 3

摘要

智力天赋通常与高水平的智力功能,个人被标记为有天赋的识别过程,以及学校的调整(如跳级)有关。在青春期,所有这些因素都容易降低同伴联系和学校生活满意度。本研究的目的是在492名六年级和十年级学生的样本中解开这些因素的影响。我们根据与天赋相关的不同特征确定了三个子样本:以前被认定为天赋的学生(n = 66),在一般智力测试中得分在前10%的学生(n = 49),以及跳过一年级的学生(n = 57)。对比分析表明,这些子样本在学校生活满意度上与各自的对照组没有差异。被标记为天才的学生报告了较低水平的同伴联系,后者对学校生活满意度的贡献在这个子样本中显着更强。这些结果强调了社会融合对智力天才青少年的重要性,并排除了跳级的风险因素。此外,高智力水平似乎并不影响学校生活满意度或同伴联系。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
School life satisfaction and peer connectedness of intellectually gifted adolescents in France: Is there a labeling effect?
Intellectual giftedness is commonly associated with a high level of intellectual functioning, an identification process whereby individuals are labeled as gifted, and adjustments in schools such as grade skipping. During adolescence, all these factors are prone to reduce peer connectedness and school life satisfaction. The aim of the present study was to disentangle the effects of these factors in a sample of 492 sixth and 10th graders. We identified three subsamples based on different characteristics associated with giftedness: students previously identified as gifted (n = 66), students who scored in the top 10% on a general intelligence test (n = 49), and students who had skipped a grade (n = 57). Comparative analysis showed that none of these subsamples differed from their respective control groups on school life satisfaction. Students labeled as gifted reported a lower level of peer connectedness, and the latter's contribution to school life satisfaction was significantly stronger within this subsample. These results underscore the importance of social integration for adolescents identified as intellectually gifted and exclude grade skipping as a risk factor. Moreover, high intellectual level does not seem to impact either school life satisfaction or peer connectedness.
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来源期刊
CiteScore
7.70
自引率
3.60%
发文量
34
期刊介绍: The mission of New Directions for Child and Adolescent Development is to provide scientific and scholarly presentations on cutting edge issues and concepts in the field of child and adolescent development. Each issue focuses on a specific new direction or research topic, and is peer reviewed by experts on that topic. Any topic in the domain of child and adolescent development can be the focus of an issue. Topics can include social, cognitive, educational, emotional, biological, neuroscience, health, demographic, economical, and socio-cultural issues that bear on children and youth, as well as issues in research methodology and other domains. Topics that bridge across areas are encouraged, as well as those that are international in focus or deal with under-represented groups. The readership for the journal is primarily students, researchers, scholars, and social servants from fields such as psychology, sociology, education, social work, anthropology, neuroscience, and health. We welcome scholars with diverse methodological and epistemological orientations.
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